Doing What's Best for ALL Kids

Our goal each and every day is “Do what’s best for ALL kids”. When this became our daily goal, it helped prioritize how we make decisions for our students. We have added daily grade level collaboration, structured PLC’s, differentiated reading and math times to meet individual student needs, uninterrupted core reading and math times, as well as meeting weekly to problem solve how to best meet the academic and behavioral needs of our students. The data is also used monitor student progress towards three week learning goals at each grade level. These goals are specific to common core. Students are now more aware of learning goals and strengths/areas of improvement for their own personal learning. This session will focus on not only ‘what’ we do, but the improved student learning data we are collecting.

Transcript

1. Silverback / Mileposts Douglas Primary School Using Silverback’s Mileposts to Drive Improved Student Learning DOING WHAT’S BEST FOR ALL KIDS!
2. LEADERSHIP at DPS u  In 2012 we began using Silverback, this helped our school track and analyze student data. We also began having structured grade level PLC meetings to analyze student progress, this has informed and guided our instructional practices. Since the 2012 school year, our MAP and AIMS WEB scores have consistently improved (Data shown later) u  Our focus on data based decision making has helped create a school culture of high expectations. We expect success in all academic and behavioral areas. The principal has established the expectation that data will drive our instructional needs. Our teachers are able to pinpoint student’s needs, thus creating a differentiated learning environment. Students are now more aware of learning goals and strengths and areas of improvement for their own personal learning. By using data to clarify academic goals for both teachers and student’s our parents now have better understanding of the learning targets. u  Our goal each and every day is “Do what’s best for ALL kids”. When this became our daily goal, it helped prioritize how we make decisions for our students. We have added daily grade level collaboration, differentiated reading and math times to meet individual student needs, uninterrupted core reading and math times and we meet weekly to problem solve how to best meet the academic and behavioral needs of our students. We have also used the data to create and track student progress towards three week learning goals at each grade level. These goals are specific to common core.
3. INTERVENTIONS u Our Philosophy is to close these every 6 weeks or each time the RTI round ends. This helps with teacher “buy in” and shows the effectiveness of the interventions.
4. Interventions for the Year Easy way to track students from year to year
5. Intervention Drop Down
6. Narrative A simple and consistent way to enter into interventions Silverback / Mileposts Review: u  Remediation: 40%ile and lower on MAP. Drop down- Tier 2- L.A. Instructional Strategies Tier 2- DPS u  Language Acquisition: 41%ile to 89%ile on MAP. Drop down- Tier 2- L.A. Instructional Strategies Tier 2- DPS u  Enrichment: 90%ile and higher on MAP. Drop down- L.A. Pullout for enrichment- DPS
7. BEHAVIOR u All referrals are majors. u All minor referrals are to be a re-teaching opportunity. u  Weekly Collaboration to discuss trends.
8. Behavior Incident by Location
9. Individual Behavior Incident
10. Behavior Tier 2 This is a teacher driven plan
11. Behavior Tier 3 A more intense intervention for a highest needs students
12. Environmental Adjustments This is more an FYI Tier. Our school will be adding more this next school year
13. PROGRESS MONITOR u  Any student below the 40%ile is PM every other week. Next school year we are looking to add that any student in the 20%ile and lower is PM each week. Probes must be closed at the end of the year. u  AIMS probes u  Reading Street u  Attendance u  In the future we are wanting something with Math.
14. Progress Monitor Drop Downs
15. Progress Monitor PSF Teachers are expected to put in the probe # and add any comments that would be beneficial.
16. Progress Monitor NWF Teachers are expected to put in the probe # and add any comments that would be beneficial.
17. Progress Monitor R-CBM Teachers are expected to put in the probe # and add any comments that would be beneficial.
18. Progress Monitor MAZE Teachers are expected to put in the probe # and add any comments that would be beneficial.
19. Progress Monitor Common Core Reading Street Teachers are expected to put in the Unit and week test number and add any comments that would be beneficial.
20. Progress Monitor Attendance
21. NOTES u Teachers are expected to put 3 parent contacts in each semester. u Parent engagement piece from Principal and Liaison.
22. Notes section Teachers are required to add 3 parent contacts each semester
23. CONTINUUM u  This is what drives our instruction. It correlates to the Common Core.
24. CONTINUUM
25. DATA
26. KDG MAP READING
27. KDG MAP MATH
28. FIRST GRADE MAP READING
29. FIRST GRADE MAP MATH
30. MAP SPRING 2015
31. MAP READING AT DPS
32. KINDERGARTEN AIMS WEB
33. FIRST GRADE AIMS WEB
34. DO WHAT’S BEST FOR ALL KIDS! Corey Davidson- Instructional Facilitator Douglas Primary School Phone: Work: 307-358-3502 Cell 307-351-6301 Email: cdavidson@ccsd1.org